Educational card system



sept. 14, 192s. u 1,599,568

H. KoEHLER EDUCATIONAL CARD SYSTEM Filed June 26, 1924 arent i-inLMA neunten, or Irononfro, onrAnro, CANADA.

EDUCATONAL CARD SYSTEM.

Application lea June 26, 1924:. Serial No. 722,513.

The invention relates to an educational card system and the objects ot the inve'iticn are to make impressions on the minds of the younger people by visual signs and figures 5 that Will prove use'jul in their regular enercises and clearly demonstrate to them the significance of the actual sign and how to apply the same, and coincidently With this demonstrate to occupy and develop the minds by Working these cards into a conventional game `ot possession by tricks, either by their numberor by combinations ot cards found therein; to economically carry out the education ot children in an ellleetive manner and by kindergarten methods, yespecially in that which appeals to the eye, will have a correiaiontfling influence in memorizing useitul information, land generally to furnish to the public at a moderate cost amusing and ii retire methods oi' making lasting imor ons tor the purposes of education; it also consists essentially in setting a value for competitive purposes on certain 4cards in groups illustrating in novel characters, or groups of characters and symbols the lesson to be learned, and in givingl the cards forming the lesson in each set predetermined values lor competitive purposes.

ln the drawings, Figures l, 2 and 2;); illustrate a set ot cards representing the numeral l and in the gaine having different values.

Figures el., and G show a set ot' cards i`or the nuniieral le, having their individual values. l

Figures '7, 8 and 9 another set representi 'i the numeral l2.

Figures l0, il and 12 are views illustrat-v ing another adaptation et the system as Well as Figures i3, 14 and l5, both of these card 40 sets applying musical not-es and signs.

Figures 16, 117 and 18 illustrate a modification oi the system in applying it to arithmetio cards.

r"this system of education by a particular kindergarten method is carried out by establishingA the card values according to rules that can readily be laid dovvn from time to time, but generally the cards in Figures 1 5), the values can be regulated by the number of spots, as the several sets Will run up from l to l2 or more consecutively, only three of these being illustrated.

ln each set, however, the cards Will have an arbitrary value, as tor instance, the plain card with the numerals in the corners may be called a trump and Will capture any one of thev same set, then the card With the numorals and spot or spots may be the next highest in the set and the last one just with the spot or spots and no numerals, the loW- est card oit' the set. A

The interplaying of the several sets is entirely a matter ot values, and it it is foundV desirable, the single vspot may be' called the ace. set, which naturally makes the three of the set the highest cards inthe pack; bari ring trumps, as in many games. The lovvest then is the tivo-spot set and from that they run up as to sets in sequence` -AThe trump of any set takes a plain card of another set even the highest, and the tricks capturedbelong to a side or to an individual according to Whether it is team or single players. The number et' players is only limited by the number oi" hands that can be made up from the pack, which, of course, can be increased i according to requirements, as it is only` the size ot the card that limits the number ot spots. However, it is to be taken for granted that it 'will never be made cumbersome.

rlhe count is a matter ot choice. @tten the number of tricks Will suliice to declare a Winner. Again the teacher may demand the pupils to make up sequences or combinations :fron'i the captured cards, which will tend to cause the pupils to exercise jarig-- ment in actually taking the tricks and thus u'iaterially increase the value ot the gaine in the development of the mind. i

'lhe music cards, illustrated in Figures lO-l, are not really more diiiicult to handle in making up a gaine than the nu-` meral cards, though the instruction is 0n a more advanced scale and While the methods are ot the kindergarten class, it is really valuable for older pupils.

The cards can run from A to G representing` the notes in music and to these may be added as vfundamental cards the various signs. .The additional sets are made up of A dat, B liet and so on and A sharp, B sharp and so on, the original sets representing the naturals. The signs for sharps, flats, rests, clefs and other purposes may each n'iake up a set, so there Willbe a considerable number of cards in the pack, valued by arliitrary rules, such as starting with the naturals alphabetically and following With the keys by Sharps and iats and then the signs.

There is more to remember in this game,

but that exercises the memory and at the same time, without eli'ort, carries the brain or' the pupil into easy familiarity with the notes and their positions on the stalls as well as the signs and various keys in respect to their signatures.

' The ambition in this game is or should be the capture of cards toI make up the line notes of a treble stall0 or the space notes of the' same, or their sharps or flats, or thebass notes likewise together with theV statt signatures, or the notes requiredv lor a few hars ol?` written music furnished by the teacher and given as an objective. These music cards allow great scopeA tor both teacher: and pup-ils.

The results of capturing. cards in this glameo'r winning purposes may be so varied that it is ditl'icult to detail any of them, but the teacher may readily set sums or problems Vthat can be carried out by winning the proper cards or they may be decided by sequences, lt is entirely within the teachers province to decide these matters.

The impression on the pupils mind is all important, vas for example, take the spot cards, lirst the child sees a card with a single spot, then another card with a single spot and the numeral l, signifying what the spot is, then a third card with the numeral l without a spot, thereby finishing the impression begun? by the single' spot, and that the numeral l is the:` symbol for the single spot and so on throughout the various numbers oli spots. rllhe music cards' and the arithmetic cards have been carefully explained and the lasting impression is herein emphasized.i

In Figures 13, lll and 15 the arithmetic cards are played in the same manner as the other cards mentioned hereinbelore, that is to say any number of cards are used divided into a plurality of sets each of three cards, one set containing addition sums, another set subtraction sums, and another set division sums, each card of one set bringing forth the same result as each other but in a ditl'erent manner, as for. instance. taking an addition set denoting the result of 6 the cards would be 24%, -lf-l and 3-1-3 and a subtraction. setcould be 7-1, 9 3 and 8 2 while a divisional set could have l2-e2, 18+3 and.6+l.

ln this way the addition cards could be the trump. cards and take any other cards bringing out that number of course it will be seen,` that numbersof sets of additions, subtractions and divisions may be used so long as one result is included in three different sets, another* result in another tl-'iree and so on.

In this way it will be seen that the system will include an innumerableA number of cards and as many subjects as. desired.

lWhat l; claim. is :i

l. ln an educational system of cards, a pack or cards in sets adapted to be shullled, one card of ea h sett showing a. delinition of the symbol, another showing the' delinition and the symboll and another showing the symbol without the definition, all adapted to be dealt out to the players and captured in competition by individual or team players and con'ipared for results by the teacher.

2. ln an educational system ol cards, a

pack of cards in sets adapted to be shullled, one card of each set showing adelinition ot' the symbol, another showing the definition and the symbol, and another showing the symbol. without the definition, said cards of each set havin-g a higher value to one anotner and each set having their own separate values.

ln an educational system, a pack of cards formed in sets, each set having certain cards denoting a predeteri-nined value in a competitive gan-re, one card representing an object, another the object and designation, and the third the designation alone.

ln testimony whereof l have aliXed my signature this 27th day of May, 1924, at the city oli Toronto.

HELMA KOEHLER. 

